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269 > NC2 > Flashcards

NC2 Flashcards

1
Q

Numerical symbols are an ______ human invention

A

Arbitrary

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2
Q

(Gobel et al., 2014)

The understanding of numerical symbols is a good predictor of

A

Later math achievement

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3
Q

(Gobel et al., 2014)

What did Gobel state was a good predictor of later math achievement?

A

Understanding of numerical symbols

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4
Q

Fuson, 1988

2 year old children can recite the….

A

Numerical sequence

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5
Q

Fuson, 1988

2 year olds can recite a numerical sequence, but

A

Haven’t yet understood the numerical meaning

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6
Q

Fuson, 1988

2 year olds can recite a numerical sequence, but haven’t yet understood the numerical meaning.

At this stage, number words are

A

Like placeholders

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7
Q

English children learn the meaning of a number-word at around

A

24-36 months

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8
Q

English children learn the meaning of _______ at around 24-36 months

A

A number word

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9
Q

Cross-linguistic studies have suggested learning the meaning of ‘one’ is easier when

A

The language has a singular/plural distinction

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10
Q

If a language has a singular/plural distinction, it is

A

Easier to learn the meaning of one

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11
Q

(Gelman + Gallistel, 1978)

What are the counting principles? (5)

A
  1. Stable order
  2. One-to-one
  3. Abstraction
  4. Order irrelevance
  5. Cardinality
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12
Q

(Gelman + Gallistel, 1978)

What does ‘stable-order’ refer to

A

Words recited in fixed order

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13
Q
  1. Stable order
  2. One-to-one
  3. Abstraction
  4. Order irrelevance
  5. Cardinality

^ These are the __________

A

Counting principles

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14
Q

(Gelman + Gallistel, 1978)

‘One-to-one’ correspondence refers to

A

Each object can only be counted once

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15
Q

(Gelman + Gallistel, 1978)

‘Abstraction’ refers to

A

ANYTHING can be counted (sounds, objects, people)

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16
Q

(Gelman + Gallistel, 1978)

‘Order Irrelevance’ refers to

A

Knowing the order in which things are counted is irrelevant

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17
Q

(Gelman + Gallistel, 1978)

‘Cardinality’

A

The LAST pronounced number identifies the number of the set

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18
Q

(Gelman + Gallistel, 1978)

The LAST pronounced number identifies the number of the set

A

Cardinality

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19
Q

(Gelman + Gallistel, 1978)

Knowing the order in which things are counted is irrelevant

A

Order irrelevance

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20
Q

(Gelman + Gallistel, 1978)

ANYTHING can be counted (sounds, objects, people)

A

Abstraction

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21
Q

Abstraction is one of the

A

Counting principles

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22
Q

Cardinality is one of the

A

Counting principles

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23
Q

(Wynn, 1990)

The ‘give a number task’ (i.e. 5 tomatoes please’ can help when

A

Learning to count

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24
Q

(Give a number task –> Developmental stages in the acquisition of cardinality principle)

Pre-number knower

A

Numerosity given is unrelated to requested number

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25
Q

(Give a number task –> Developmental stages in the acquisition of cardinality principle)

One-knower

A

Child can accurately give 1

More than 1 for ANY NUMBER higher than 1

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26
Q

(Give a number task –> Developmental stages in the acquisition of cardinality principle)

Two-knower

A

Incorrect for any number higher than 2

27
Q

(Give a number task –> Developmental stages in the acquisition of cardinality principle)

three-knower

A

Incorrect for any number higher than 3

28
Q

(Give a number task –> Developmental stages in the acquisition of cardinality principle)

Four-knower

A

Incorrect for any number higher than 4

29
Q

(Give a number task –> Developmental stages in the acquisition of cardinality principle)

Pre-number knower, one-knower, two-knower, three-knower and four-knowers all make up

A

Subset-knowers

30
Q

(Give a number task –> Developmental stages in the acquisition of cardinality principle)

If you are a cardinal principle knower,

A

Know the exact meaning of all number words

31
Q

(Give a number task –> Developmental stages in the acquisition of cardinality principle)

A cardinal principle knower knows

A

The exact meaning of all the number words

32
Q

Being a Cardinal Principle knower lasts approximately

A

1 1/2 years

33
Q

Becoming a cardinal principle knower is a _____ and ________ process

A

Long

Error prone

34
Q

Variability in cardinal principle-knowing may be based on (2)

A

SES

Home numeracy

35
Q

Cardinal principle knower

Children from high SES backgrounds reach the understanding of cardinality between

A

34-51 months

36
Q

Cardinal principle knower

Children from a less privileged background typically reach cardinal understanding at around

A

48 months

37
Q

Cardinal principle knower

Who reaches cardinal understanding first - high SES or low SES

A

High SES

38
Q

Cardinal principle knower

What is ‘home numeracy’?

A

Practicing numeracy with parents

39
Q

(Levine et al., 2010)

Home numeracy: “Number talk” at home predicts

A

Cardinality knowledge

40
Q

Two ways in which magnitude representations support children acquisition of meaning of number words? (2)

A
  1. Mapping number words to ANS

2. Object tracking system

41
Q

(Dehaene, 1997)

Mapping of number words to ANS gives number words an approximate numerical meaning. This acts as

A

Scaffolding to counting acquisition

42
Q

Children first learn the meaning of small number words by….

A

Linking them to objects (object tracking system)

43
Q

What is the object tracking system limit?

A

3-4

44
Q

Children learn meaning of small number words by object tracking. For larger numbers, children perform a

A

induction (conceptual shift) from list to external objects

45
Q

For larger sets, children perform a induction (conceptual shift) from list to external objects

For example, one more object in the set…

A

Corresponds to the next number word in the list

46
Q

Transparent languages reflect

A

Place-value explicitly

47
Q

Advantage of learning to count in a transparent language? (2)

A
  1. Fewer number words to learn

2. Base-ten system explicitly marked

48
Q
  1. Fewer number words to learn
  2. Base-ten system explicitly marked

^ What language is this?

A

Transparent language

49
Q

Sigeler + Mu (2008)

Superior performance of Asian children in mathematics could be explained by

A

Transparency of the number system

50
Q

Inversion

A

Order of number words is reversed, e.g. German

51
Q

Moyer + Landauer (1978)

Effects in single digit processing: ________

A

Digit comparison task

52
Q

Which researchers came up with the Digit Comparison Task?

A

Moyer + Landauer (1978)

53
Q

Moyer + Landauer (1978)

Method: Digit Comparison Task

A

Choose the larger

54
Q

Moyer + Landauer (1978)

Digit Comparison Task performance is affected by (2)

A
  1. Distance effect

2. Size effect

55
Q

Moyer + Landauer (1978)

Distance effect: the closer

A

2 digits are in value, the longer it takes to decide which is larger

56
Q

Moyer + Landauer (1978)

Size effect:

A

The larger the digits are, the longer it takes to decide which is larger

57
Q

Moyer + Landauer (1978)

Distance effect + size effect =

A

Ratio effect

58
Q

Moyer + Landauer (1978)

The ratio effect provides evidence that

A

Symbolic number processing is influenced by non-symbolic representations

59
Q

Size congruity effect, a.k.a

A

Numerical stroop

60
Q

Size congruity effect - there is

A

An incongruency between physical size and numerical size

61
Q

Numerical Stroop

Longer RTs for…

A

Incongruent trials

62
Q

Schneider et al., (2017)

A recent meta-analysis found that symbolic number processing (digit comparison) relates to

A

Mathematical achievement

63
Q

Rouselle + Noelle, 2007

Children with math disability show a reduced…

A

Performance in symbolic digit comparison

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